Assignment # 3

EDU406

Question # 1:

What is supervision? Also explain its domain, principles, constraints and barrier?       9/10

Ans:

Supervision is a procedure which furnishes a person with the chance to clear up and resolve issues and difficulties exhibited by their customers and working environments. It is generally utilized by human administrations laborers and groups. The supervision procedure has been found to diminish the danger of wear out, upgrade work execution and expansion work fulfillment.

The reason for the supervision procedure is to give a protected, steady open door for people to take part in basic appearance so as to raise issues, investigate issues, and find better approaches for taking care of both the circumstance and oneself.

A basic part of supervision lies in its capability to teach. It is the manager's obligation to guarantee that: proficient improvement and a capacity to handle the different work errands is encouraged in the supervisee. An educative gathering, and a non-disparaging relationship, is built up in which the supervisee can easily investigate issues with the backing of the manager. direction and mentoring are accessible where vital.

Domains OF SUPERVISION

The following things are domains of Supervision:

1: Performance

2: Development

PRINCIPLES OF SUPERVISION

The following underlying principles are the same for all forms of supervision.

·         Be clear about why there is a need for supervision and who has asked for it.

·         Set a time frame for the supervision session; even a few minutes of focused time can be worthwhile.

·         Protect the time and space where possible and appropriate; try to ensure there will be no interruptions and that there is privacy.

·         Ensure that there is confidentiality; this means working in a place where the supervision cannot be overheard, and sharing identifiable personal details of patients only with those people who really need to know.

·         Think about the seating arrangement; how the chairs are arranged, who sits where and on what kind of chair conveys messages about status and power.

·         Be transparent about the extent to which the supervision is about development or performance; this may need to be renegotiated or stated during the session.

CONSTRAINTS AND BARRIERS

For both bosses and learners/understudies there are numerous requirements that can hinder the supervision procedure.

In a few circumstances, for example, the part of an instructive boss in charge of learners, the part is obviously characterized, it fits inside a clinical and instructive structure, and the results and exercises are plainly settled. Here the instructive manager needs to make themselves mindful of the necessities of the part and the desires and backing accessible at nearby level.

In different settings, for example, where clinicians are in charge of medicinal understudies or different learners, the "supervision" part can be much looser. It is imperative for clinicians to clear up the desires from both the learners and the association in charge of learners (this might be medicinal schools or different associations) as these may contrast amongst associations and with the level of understudy/student.

Similarly that attendants and other wellbeing experts are turning out to be progressively required in evaluation and other formal learning exercises with medicinal understudies and students, as human services laborers' parts are developed and changed, specialists may well be required to regulate non-restorative staff.

The rundown underneath outlines a portion of alternate imperatives to successful supervision.

1:  Time.

2: Stresses over the conceivable hugeness of the issue; opening a 'container of worms' or 'Pandora's case'.

3: Requirement for suitable preparing to complete supervision.

4: Implanted social mentalities: for a few clinicians there is a convention of working alone, assuming individual liability, low need for cash or preparing.

5: Apprehension of demonstrating zones of shortcoming or need.

6: Nervousness about expert revalidation.

7: Demeanors about "policing" the calling.

8: Identity bungles amongst chief and supervisee.

Question # 2:

 Write a note on theory and hypothesis?                             9/10

Ans:

A speculation is either a proposed clarification for a detectable wonder, or a contemplated expectation of a conceivable causal relationship among different phenomena.            In science, a hypothesis is a tried, all around substantiated, bringing together clarification for an arrangement of confirmed, demonstrated components. A hypothesis is constantly upheld by confirmation; a theory is just a recommended conceivable result, and is testable and falsifiable.

Comparison chart

Differences and Similarities

	Hypothesis	Theory
Definition	A suggested explanation for an observable phenomenon or prediction of a possible causal correlation among multiple phenomena.	In science, a theory is a well-substantiated, unifying explanation for a set of verified, proven hypotheses.
Based on	Suggestion, possibility, projection or prediction, but the result is uncertain.	Certainty, evidence, verification, repeated testing.
Testable	Yes	Yes
Falsifiable	Yes	Yes
Is well substantiated	No	Yes
Data	Usually based on very limited data	Based on a very wide set of data tested under various circumstances.
Instance	Specific: Hypothesis is usually based on a very specific observation and is limited to that instance.	General: A theory is the establishment of a general principle through multiple tests and experiments, and this principle may apply to various specific instances.

Examples:

Theory:Einstein's theory of relativity is a hypothesis since it has been tried and confirmed endless times, with results reliably checking Einstein's decision. In any case, essentially on the grounds that Einstein's determination has turned into a hypothesis does not mean testing of this hypothesis has ceased; all science is continuous. See likewise the Big Bang hypothesis, germ hypothesis, and environmental change.

Hypothesis: One may believe that a detainee who takes in a work ability while in jail will be less inclined to carry out a wrongdoing when discharged. This is a theory, an "informed supposition." The investigative strategy can be utilized to test this speculation, to either demonstrate it is false or demonstrate that it warrants further study. (Note: Simply on the grounds that a speculation is not observed to be false does not mean it is genuine all or even more often than not. On the off chance that it is reliably valid after impressive time and research, it might be en route to turning into a hypothesis.)

(EDU406) Critical Thinking and reflective Practice

Assignment # 2

EDU406

Question # 1: what are the different ways of knowledge generation?          

Ans:

Multiple ways of generating knowledge:

 Experimentation

 Speculation

 Imagination

 Story Circle

 Scientific Method

 Statistical Analysis

 Cycle SECI

 Modeling

 Method Delphi

 Reframing

 Conceptual innovation

Experimentation:

 The main purpose of the activity is to generate positive results (i.e., to make things work.)

• There may be abstraction but it is functional to the effort of design.

• Most of the technological advancement until the 17th century was achieved through experimentation.

Speculation:

When we are trying to think beyond our current knowledge frontier, we are speculating.

• The Theorem is a formal method of speculation developed by the Greeks.

• The core of the theorem is: If A then B; A is a hypothesis and B should be proved.

• Speculation can be very important for generating hypotheses.

Imagination:

Einstein: What would the world look like from the perspective of photon?

• Arthur Clarke: Stationary Satellites

• Julio Verne: Autos fueled by water

• Brainstorming in IDEO: 100 ideas/hour

 Scientific Method:

The purpose of the scientific method is to falsify theoretical Hypotheses through experience.

• It is possibly the single most important cognitive

innovation in History.

 Statistical Analysis:

It is a method for establishing the relation among variables, or verifying a model, based on the observation of samples of an “universe”.

• The data results come from observation of reality without changing it.

• Statistical Analysis is key when it is not possible to experiment with the object of the research, such as human beings.

 Cycle SECI:

The cycle SECI was developed by Ikujiro Nonaka and Hirotaka Takeuchi as a way of generating knowledge by transforming it, from tacit knowledge to explicit and vice versa

 Modeling:

Modeling can be used for two main purposes:

– Theory validation

– Forecasting

• In “New Kind of Science” and “Mathematica” Stephen Wolfram uses modeling for exploring patterns in nature.

• The importance of modeling will increase in the future.

 Reframing:

Reframing is a change in the logic of the description and the analysis of an object.

• The reduction of crime in New York City in the 80s was interpreted by the City’s Mayor and by “Freakonomics” in very different ways.

– For the Mayor it was a question of police strategy

– For Freakonomics it was a consequence of the legalization of abortion (Roe versus Wade)

• Reframing generates very different understandings of the same issues.

 Conceptual innovation:

Multiply XXVII by XXIII or 17 by 23

• The invention of the Scientific Method

• The work of Antoine Lavoisier, the creator of Chemistry as a science

• The idea of tacit dimension of knowledge of Michael Polanyi

• The work of Donald Schön creating the concept of “Reflective Practice”

Question # 2: how can you do Self-evaluation using Jo-hari Window?  

Ans:

Make 3 to 5 copies of the JOHARI Window.

1)      Find 3-5 people you work with that you can trust to give honest yet constructive feedback. With each person, fill out one sheet.  For each quadrant, write words / a short phrase that best describes you. ie: integrity, intelligent, organized or unorganized, empathic, careless, isolated, etc.  Include specific examples if you need clarification.

2)      Make sure you both mutually agree on the Public Self items.

3)      Share your thoughts on your Private Self if you feel comfortable doing so and ask for feedback.

4)      Then ask for items for the Blind Spots. Don’t take offense.  Some of this feedback maybe uncomfortable but remember you asked for honest, constructive feedback.  See this as a genuine contribution towards greater growth!

5)      For the Potential, ask them to share some thoughts about untapped potential you might have that have not yet fully emerged.

6)      When all the interviews are complete, combine all the feedback on to one master form and then list 3 specific actions you can take that addresses the prominent issues raised during the exercise. These actions can be to capitalize upon and develop a strength or address areas of weakness.

7)      Once you have your 3 specific actions, re-visit the people who gave you the initial input and share with them your action plan.  Ask for their opinion on your action plan and make any necessary adjustments based on their feedback. 

8)      Help feedback givers see their input is appreciated by asking them to let you know when they recognize you progressing on your plan.

                                                     

Question # 3: What are the key points of learning to learn?

Ans:

Lifelong learning and the ability to adapt:

The significance placed on “learning to learn” (or indeed, lifelong learning) emerges from an understanding of the current and future employment market as one in which workers increasingly need to be able to adapt to new roles. MEP Isabelle Thomas was the first speaker of many to make this point, telling students that “The job you have at 50 will be very different from the one you have at 25.”

Calls for greater recognition of soft skills:

While conference attendees and panellists were generally in agreement that higher education should prepare students for lifelong learning, there was also a widespread feeling that soft skills are not currently valued highly enough by employers, and in some cases also by education providers.

What does “learning to learn” look like?

Of course it’s easy to say that universities should prepare students for lifelong learning, but what does “learning to learn” really look like in practice?

Throughout the conference, there was some debate about the extent to which this shift from “delivery of knowledge” to “learning to learn” has already been achieved, with significant disparity between institutions and national systems identified.

EDU406 - Critical Thinking and reflective Practice

EDU406

Q1: Why reflective practices are important and useful for the students? Write on detail note.

Reflective practice is, in its easiest structure, considering or thinking about what you do. It is firmly connected to the idea of gaining as a matter of fact, in that you consider what you did, and what happened, and choose from that what you would do any other way next time.

Reflective practice has colossal advantages in expanding mindfulness, which is a key segment of enthusiastic knowledge, and in building up a superior comprehension of others. Intelligent practice can likewise help you to create inventive speculation abilities, and empowers dynamic engagement in work forms.

In work circumstances, keeping a learning diary, and routinely utilizing intelligent practice, will bolster more significant examinations about profession advancement, and your self-awareness, including at individual evaluation time. It will likewise give you case to use in competency-based meeting circumstances.

Reflective practice is one of the most effortless things to drop when the weight is on, yet it's something that you can minimum stand to drop, particularly under those circumstances. Time spent on intelligent practice will guarantee that you are concentrating on the things that truly matter, both to you and to your boss or family.

Reflective practice is a device for enhancing your learning both as an understudy and in connection to your work and backgrounds. In spite of the fact that it will require investment to receive the strategy of intelligent practice, it will at last spare you time and vitality.

Reflective practice is a dynamic, dynamic activity based and moral arrangement of aptitudes, set continuously and managing genuine, mind boggling and troublesome circumstances.

Q 2:  What are the types of reflection and which reflective is the most important and

why?

Ans: Each way of reflecting is important and a combination may beused to make sense of practise and imagine and bring about changes.

There are three types of Reflection:

Dialogic Reflection:

Dialogic reflection refers to a less intensive approach that involves discourse with the self to explore a given event or incident.

It involves considering the decision and judgments made and possible reasons for these.

Critical Reflection:

This refers to efforts accounting for the broader historic, cultural and political values in framing practical problems to arrive at a solution.

Reflection is the most important because the science behind reflection is compelling. We know intuitively that we learn by experience and also that we learn from our mistakes. But research is increasingly telling us that without the process of actively thinking about those experiences, and questioning ourselves about what they mean, learning doesn’t really happen. What gets us from experience to understanding is reflection. With the aid of a simple question like 'what did I do well in that situation?', 'what could I do differently', we can make small but cumulative steps to doing things better.

Reflection also helps to provide deeper learning by looking at situations through a different lens and by asking yourself searching questions that challenge one’s assumptions about the world around you.We also have a tendency to focus on the negative. An exercise in reflection or self-assessment provides a structured and safe way to think about the positive as well.

Reflection can take many forms and encompass many activities. Working with a coach – where the coach guides your reflection through questioning – is one of the most effective ways of learning through reflection. And self-assessments can be a powerful, structured way of helping learners to think about their effectiveness in the activities that they carry out as part of their role.

Reflection also links with another critical element of the inner work life; the ability to make small changes and achieve small wins – called 'the progress principle'. This simple but powerful concept is based on research that shows that the most important factor in boosting people’s motivation is in making progress in meaningful work.

EDU402

Assignment # 3

Question # 1:

What is the responsibility of a teacher to provide an educational experience for a student? 

Ans:

After much reflection and mindful thought with respect to my own particular understudy showing knowledge, I have formulated a rundown of 5 key focuses which I was entirely useful towards my practicum learning background:

1: Touch base at school sooner than is required:

Stay after school. Go to parent-instructor and personnel gatherings. I'm certain that right now you're stating to yourself, "No doubt right." You feel that the exact opposite thing you are going to need to do is invest much more energy at your practicum school. Nonetheless, you will find that going up against the obligations of an educator is something that you will genuinely need to do. Basically, the more you are at the school the more you learn. You have been given a superb chance to encompass yourself with the assets, individuals, and settings that will help your future vocation as an instructor. Exploit it while you can!

2: Take notes:

Yes, it might be hard to take notes amid a full-time practicum, particularly on the grounds that you ought to be dynamic with the youngsters more often than not. Notwithstanding, I would prompt that amid a free period or toward the day's end to scribble down a couple of thoughts or accommodating focuses that you have seen around the classroom or amid any lessons. This won't just help you amid your assume control weeks, yet it is something that you will dependably have later on when it comes time for you to assume control over your own particular classroom. Additionally, taking pictures or drawing charts of the setup of the classroom is a thought which I discovered entirely supportive also. These photos can then be printed out, kept with your notes, and alluded back to later on. At the end of the day, a supportive thought for when you get an instructing work.

3: Set up associations with every tyke:

Shockingly, I have seen a couple understudy instructors who have fail to invest energy with their youngsters beside educating a lesson. It is your employment as an educator to complete scholarly lessons as well as to guarantee every single youngster that you are occupied with anything he/she says or does. For example, amid nibble time, do whatever it takes not to sit in the back of the room and right homework. Rather, get a moving seat, spend a couple of minutes at every table or work area, and chat with the children. Likewise, run outside with your class amid break and play diversions with you understudies. You'd be shocked how something so easy to you or I could have the greatest effect in a tyke's reality. This kind of thing will build up an awesome educator understudy relationship, helping the understudies to feel just as you are their instructor and stickler, as well as identify with them on a more easygoing and less scholastic level.

4: Know the essential:

This is maybe the most critical to recollect while understudy educating. The chief is there to help and guide you; to ensure that your involvement in his/her school is the most advantageous to your learning knowledge. Meet with him/her no less than 4 times all through the semester. Make inquiries. Solicit a ton from inquiries. This is somebody who interviews potential educators. He recognizes what to search for in a resume, an introductory letter, and in particular, an instructor. The main of my school was more than willing to investigate my resume and introductory letter with a specific end goal to let me know what was great and what I ought to change. Also, he furnished me with the sorts of inquiries that are ordinarily asked on a meeting. The key is totally somebody you need to become acquainted with, not just to guarantee that your time spent in his school is a positive one, yet for future references too. As specified some time recently, exploit the assets that are accessible to you.

5: Step up:

 Try not to be hesitant to request that you're participating educator oblige your learning background in any capacity that you feel will be valuable. A critical thing to recall while understudy instructing is that you're coordinating educator is there for you to gain from, additionally to help your advancement of turning into an instructor. Along these lines, the lines of correspondence amongst you and your instructor must be completely open for you to get the most out of your practicum experience. Request that her photocopy any freebees that you might need to keep for the future, give you criticism on your showing aptitudes/capacities as frequently as you feel important, or allow you to sit unbothered with your class for a noteworthy timeframe before your takeover weeks. Demands, for example, these are ones which collaborating educators are set up to suit. On the off chance that there is anything you feel can better help you turn into an awesome instructor, just inquire. He/she is there to offer assistance!

Question # 2:

How can a teacher select the learning experiences for her students?             

Ans:

The learning systems and exercises you draw in understudies ought to adjust to the course learning results you have distinguished amid the regressive configuration process.

Most educators need their understudies to be equipped for accomplishing more than repetition remembrance of realities. Rather, they need understudies to have the capacity to apply, orchestrate, and assess course material. These more intricate subjective procedures are regularly alluded to as profound learning. Incidentally, addressing is the slightest viable route for understudies to perform this profound learning.

Profound learning encounters oblige understudies to be more in charge of their learning and for being educated of the course content. This implies you should give understudies numerous chances to apply recently learned standards in novel circumstances. For understudies to completely draw in with an idea, they should see case of the sort of suspecting that specialists do in their field, and have the capacity to practice that reasonable thoroughly considering an application action that is as near this present reality as could be expected under the circumstances.

Coordinating understudy learning methodologies to course results is a standout amongst the most vital parts of the arranging stage. To help you select learning systems that adjust to the course results, evaluations and objectives, make inquiries like these:

ü  Is addressing the best and most proficient path for understudies to end up acquainted with the course content?

ü  What classroom exercises would I be able to use to consider understudies responsible for doing the homework readings?

ü  In what capacity would I be able to have understudies associate new information to what they definitely know?

ü  At the point when would it be advisable for me to tell understudies something and when would it be a good idea for me to give them a chance to find for themselves?

ü  At the point when would it be advisable for me to address and when would it be advisable for me to hold different exercises?

ü  At the point when would it be advisable for me to demonstrate to understudies generally accepted methods to accomplish something and when would it be advisable for me to urge them to attempt it themselves?

ü  At the point when would it be advisable for me to request that understudies accomplish something alone and when would it be a good idea for me to request that they cooperate (community oriented learning)?

ü  On the off chance that I see somebody commit an error in a lab, when would it be advisable for me to redress the oversight and when would it be a good idea for me to give the understudy a chance to find her/his own mix-up?

ü  At the point when would it be advisable for me to survey ideas orally and when would it be a good idea for me to utilize gifts?

By considering such inquiries, you can start to figure methodologies and procedures that match the results you set for the course. At that point you can look over a horde of understudy learning methodologies, for example, discourse sessions, dynamic learning, issue based learning, bunch ventures, group based learning and companion learning, to give some examples.

EDU402 Past papers


Total 26 question 10 mcqs are including in them.
1. What is modern def of curriculum?
2. What is def of integrated curriculum?
3. Write the names of basic notions?
4. 3 domains of taxonomy of objective
 5. Taylers model
6. How teachers learning are important in planning curriculum?
7 related to vocational
 8. Core curriculum and integration?
 9. Criteria for effective organization
10. 2 advantages of two dimensional charts.
11. Subject specialist
12. Principles of selecting LE
 13. Types of organization
 14. Steps for organizing curriculum. 

Edu 402 final term exam...
1. What is modern definition of curriculum?
2. Write note on operational development curriculum?
3. Define source plan?
4. Importance of sources in curriculum?
5. What is industrial revolution?
6. Steps for setting objectives for evaluate data?
7. Hypothesis?
8. Theory of behaviorism?
 9. Define thinking?
10. What is the importance of teacher student planning?
11. Define integrated curriculum?
12. How learning experience is important for integrated thinking development.
13. Steps of change in curriculum? 

EDU402 Past papers
2016

how do alternative enter into a culture?
What is the definition of integrative need?
What is definition of implicit curriculum?
What is the focus of humanism theory?
What are the characteristics of common education curriculum?
How can we infer objectives from investigation?
What is cultural core?
Briefly described the methods of observation as social investigation?